LIBRARY OF CONGRESS. 



i_a /42-2 

Chap. Copyright No.. 



UNITED STATES OF AMERICA. 



FRAGMENTS 
FROM... 



FENELON 



CONCERNING 
EDUCATION 



SUGGESTED BY COMPILED BY 

E. S. J. B. C. R. 

INTRODUCTION BY 

CHARLES DUDLEY WARNER 



NEW YORK 

Bonnhll, Silver & Company 

24 West 22d Street 

1900 



1 



22360 



v 



£. 



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-£- 



<< 



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86169 

Copyright 1 900 



Library of Congress 

Two Copies Received 
JUL 20 1900 

Cppyright entry 

Of,'. 7,,/ 9 a* 

SECOND COPY. 

Delivered to 

ORDER DIVISION, 
JUL 21 1900 



Bessie Caldwell Rogers 
All rights reserved 



PREFACE. 

The writings of Fenelon have been a 
quarry for many generations. Many vol- 
umes of ethical instruction, spiritual guid- 
ance, and Christian counsel, have been 
selected from the works of the author, who 
has also a world-wide fame as the narrator of 
Les Adventures de Te'le'maque, Fits d'Ulysse. 
Francois de Salignac de la Mothe Fenelon 
was born August 6, 165 1, at the Chateau de 
Fenelon, near Sarlat, in Perigord. In his 
education at home he laid the foundation of 
solid classical acquirements, which was en- 
larged at the College of Cahors and at the 
College of Plessis. So precocious was his 
genius and his gift of eloquence that at the 
age of fifteen he was put forward to preach 
to an admiring audience. He became an 
abbe and an archbishop, attained an exalted 
position, and commanded universal love, but 
he never was moved from his early simplic- 
ity and sincerity. He has been sometimes 
criticized for his ''desire to please " in this 
world, but no one could ever say that he 
swerved from his duty or compromised his 
spirituality or his integrity. Fenelon's 



life was without stain, and his nature 
was singularly pure, kindly, and ele- 
vated. His theory seems to have been that 
good is more potent than evil, and that men 
are to be won to the right way rather by 
setting before them goodness as an attrac- 
tion than by holding up the bad as a terror. 
The only controversy of his life was with 
his friend, Bossuet, in defending Madame 
Guyon in her doctrine of disinterested love, 
or that God is to be loved for his own per- 
fections, without any view to future rewards 
or punishments. 

The present volume of selections, made 
and translated by B. C. R. , is taken from 
Fenelon's first work, Traits de V Education 
des Filles, and one of his most famous. The 
time is opportune for such clear and whole- 
some counsel on the education of young 
girls. The problems that we have now in 
education are more intensified than they 
were in Fenelon's time, but the reader will be 
struck with the modern tone of this volume, 
and its applicability to our own situation. 

The translation has been made with 
fidelity, and the selections joined into an 
essay in excellent taste. C. D. W. 



FRAGMENTS FROM FENELON. 



THE world is not a phantom, it is a collec- 
tion of families. 

Who is able to give such especial care in 
civilizing and refining it as women, who, be- 
side their natural authority in the house, 
have the advantage of being born careful, 
mindful of detail, industrious, insinuating 
and persuasive ? 

Can men hope to find any happiness in life 
if their most intimate relation, that of mar- 
riage, is turned into bitterness ? What will 
become of the children if their mothers spoil 
them from their earliest years ? 

The occupations of women are not less im- 
portant to the public than those of men, when 
they have a house to regulate, a husband to 
make happy and children to bring up in the 
right way. Right living is no less for women 
than for men, — to say nothing of the good or 
evil they can do in the world, they are one-half 



of the human race, redeemed by the blood of 
Jesus Christ and destined to a life eternal. 

Besides the benefit which well educated 
women are to the world, it is also necessary 
to consider the harm they do when deprived 
of an education inspiring them with the high 
standards : as the faults of men may often 
be traced to the mistaken education received 
from their mothers. 

In history what intrigues do we find, what 
overturning of laws and manners, what bloody 
wars, what innovations in religion, what revo- 
lutions in the State, caused by the intemper- 
ance of women ! How this proves the impor- 
tance of thoroughly educating the girls. 

LET US FIND OUT THE WAY. 

The ignorance of a girl is a cause of weari- 
ness to her. She does not know how to oc- 
cupy herself pleasantly. When she reaches 
a certain age without having applied herself 
to serious things she has neither the taste 
for, nor the appreciation of them ! Every- 
thing that is serious seems sad to her, every- 



thing that demands attention makes her tired, 
the desire for pleasure — which is strong in 
youth — the example of others absorbed in 
amusement, all combine to make her afraid 
of a well-regulated and busy life. If she is 
well-born, she is exempt from working with 
her hands, so what is she to do ? Indolence 
will become an incurable habit; if the vacuum 
is not filled with substantial things, frivolities 
will take the place and laziness, — an inex- 
haustible source of evil. She takes a third 
more sleep than is necessary for health, for 
this enervates her body and renders it more 
sensitive to disease. Sufficient sleep, with reg- 
ular exercise, makes one cheerful and strong, 
gives the true perfection of bodily vigor, to 
say nothing of the advantage the mind draws 
from such a condition. 

Weakness, joined to ignorance, produces a 
morbid craving for excitement and a curiosity 
both insatiable and indiscreet. 

Educated women, occupied with serious 
affairs, have ordinarily moderate curiosity : 
that which they already know gives them a 



contempt for matters not worth knowing; 
they see the uselessness and absurdity of 
most things which narrow-minded people are 
eager to investigate. 

The imagination of uneducated girls who 
have no application is always wandering. 
Lacking intellectual food their curiosity is 
always in search of vain and dangerous 
knowledge ; those who are quick-witted at- 
tempt a pedantic turn of mind. They read 
all the books that are likely to feed their 
vanity, they are infatuated with novels, plays, 
tales of improbable adventure and love. They 
become visionary, accustomed to the extrav- 
agant speech of heroes in romances, they spoil 
themselves for intercourse with the world ; 
as all those beautiful vain sentiments, all the 
generous passions, all the adventures which 
the author of the romance has invented to 
please his readers, have no resemblance what- 
ever to the real motives of action that decide 
affairs in the world, nor to the disappoint- 
ments that are found in all that we undertake. 

A poor girl full of tenderness and the mar- 



vellous adventures that have charmed her in 
books is surprised and disappointed at not 
finding among her friends people who resem- 
ble those imaginary princesses in novels who 
are always charming and above want and 
always adored. With what disgust she de- 
scends from such heroics to the petty details 
of housekeeping ! 

Some carry their inquisitiveness still farther 
and presume to discuss religious subjects no 
matter how incapable they may be. Others 
must know all that is said and done about 
town, the last novel, the last song, the last 
intrigue ; they are eager to receive letters, 
to read those that others receive. They want 
to know everything, they also want to tell 
everything, they are vain and their vanity 
makes them talk a great deal. They are 
foolish and their foolishness prevents their 
thinking and keeping silent. 

WHAT IS THE FOUNDATION OF A GOOD 
EDUCATION? 

It is very important to begin the education 
of girls early in infancy. As a rule they are 



then in charge of indiscreet women, yet that 
is the time when impressions are deepest and 
will have a great effect upon their whole life. 

Before children can speak plainly they 
may be prepared for instruction. Some may 
think this too much to say, but let us con- 
sider what the child does, who cannot yet 
speak. He is learning a lauguage which he 
will speak very soon much more exactly than 
learned men will ever be able to speak the 
dead languages that they have studied — no 
matter how thoroughly— in riper years. What 
is it to learn a language ? 

It is not merely crowding one's memory 
with a certain number of words, "it is/' 
says St. Augustine, " observing the particu- 
lar meaning of each word." 

" The child," he says, "in the midst of his 
shouting and playing, notices the words he 
hears, and remembers the object of which 
each word is the sign, sometimes by noticing 
any motion belonging to it, or sometimes by 
the frequent repetition of the same word 
used to signify the same object. It is true 



that a child's brain is easily impressed by all 
images, but how much attention is necessary 
that he may adapt each one to the object 
which it represents.'' 

Let us consider next, how much, even at 
an early age, children seek those who flatter 
them and avoid those who contradict them, 
how they will cry out or keep silence in order 
to secure what they want, how much cunning 
and jealousy they show. 

"I have seen," says Saint Augustine, "a 
jealous baby who although he could not yet 
speak, would turn white and look angrily at 
another infant held by the same nurse." 

It has been proved that children, no mat- 
ter how young know a great deal more than 
we imagine. They may be trained by speech 
and gesture to like honest and upright peo- 
ple and given a desire to be with them rather 
than with those who are unreasonable yet 
whom there is danger they might possibly 
learn to like. By the expression in our faces 
or the tones of our voice we might impress 
them with the horror they ought to feel for 



any fit of temper or any other disgraceful 
condition, while by cheerful and joyous com- 
mendation also show them what actions were 
to be approved. 

I do not insist upon these details, yet all 
early teachings are the foundation of more 
important ones and should not be neglected, 
as future education is greatly facilitated by 
early and constant warnings. 

If one doubts the power that the predju- 
dices of childhood have over men, we have 
only to note how tender and strong a remem- 
brance of the things loved in infancy is kept 
in old age. 

Instead of allowing children to be guided 
by nurses in the choice of things which they 
ought to like or to avoid, we ourselves should 
teach the happiness that springs from well 
doing and show them the pain that follows 
all evil ; this in time would make it far 
easier for them to act rightly. 

It is of the greatest importance during the 
child's early years to guard its health and 
keep its blood sweet and pure by good simple 

s 



food — to so regulate his meals that he will 
always eat at the same hours and avoid eat- 
ing between meals. 

Another very essential thing is to allow 
the organs to become sufficiently developed 
to receive instruction without injury, never 
press a child to learn, avoid all excitement 
that might kindle his passions. Accustom 
him by degrees to being deprived of the 
things for which he shows too great a desire, 
so that he will not feel as if all his wishes 
ought to be gratified. 

If a child's disposition is at all good, it is 
possible to make him docile, patient, cheer- 
ful and quiet, while if he is neglected he may 
become irritable, nervous and restless for the 
rest of his life. His blood becomes heated, 
his habits formed, his body which is supple 
and his mind, which has not been fixed upon 
any particular object, inclines towards evil, 
the seed of dissipation developes in him and 
becomes the source of innumerable evils 
after he has reached manhood. 

Later, when his reason is more developed, 



every word spoken to him ought to tend to 
make him love truth and inspire him with 
contempt for all dissimulation. We should 
never use any subterfuge to appease or per- 
suade him, as in that way he learns deceit 
which he never forgets, he should be guided 
by reason as much as is possible. 

Children notice everything but speak little 
except as we encourage them to talk; this 
should be avoided. Too often the pleasure 
we take in the company of attractive chil- 
dren makes us spoil them, for we allow them 
to speak of anything that comes into their 
minds and to talk about things of which they 
have as yet no definite knowledge. So they 
keep for the rest of their lives the habit of 
hasty judgment, a most objectionable trait. 

The pleasure which we take in the society 
of children has another undesirable effect 
upon them, they perceive that they are 
looked upon with favor, whatever they do 
or say gives pleasure, consequently they 
grow to believe that the world will always 
be occupied with them. 



At this age, when children are approved 
and have never experienced contradiction, 
they conceive visionary hopes which may 
lead to bitter disappointments in all their 
life. I have seen children who believed that 
they were being talked about whenever they 
heard a conversation in an undertone be- 
cause that had happened and who thought 
that everything about them excited admir- 
ation, that they were constantly an object of 
wonder. 

It is necessary then to take care of chil- 
dren without letting them see that one 
thinks much about them. Show them that 
it is in kindness and because they need to be 
corrected that we watch their behavior, and 
not because we admire them. We should 
content ourselves in training them little by 
little as occasions naturally arise. We should 
avoid urging their minds, even at the risk of 
keeping them back, for conceit is always to 
be dreaded as the result of premature educa 
tion. 

We should be satisfied to follow and aid 



nature. Children know but little, they should 
not be encouraged to talk but as they are 
ignorant of many things they have many 
questions to ask. It is sufficient to answer 
these accurately ; and sometimes it is wise to 
add a few easy comparisons to make the ex- 
planation clearer. 

If they should judge something which they 
do not understand, it would be well to em- 
barrass them by some new questions to make 
them see their mistake without mortifying 
them. At the same time let them see, not 
by indiscriminate praise but by some effec- 
tive mark of esteem that we think more of 
them when they doubt and ask questions, 
than when they decide for themselves. This 
is the way to inspire them with true modesty 
and give them contempt for those discus- 
sions so frequent among young persons of 
slight knowledge. 

As soon as their minds are stronger we 
should use the same means to warn them 
against conceit. Let us say to them, " You 
see you are a great deal more reasonable 



this j^ear than you were last, in another year 
you will be able to understand things which 
you are not capable of comprehending now. 
If, last year, you had attempted to judge of 
the things you know now and did not then, 
you could not have formed a correct judg- 
ment ; it would be wrong for you to pretend 
to know that which is beyond your compre- 
hension and in the same way you are now 
incapable of judging of the things you have 
yet to learn. You will see some day, how 
incorrect are your present views. In the 
meantime trust the judgment of those who 
see matters as you will when you are older 
and wiser." 

The curiosity of children is a natural pro- 
pensity which comes before instruction and 
we should not fail to avail ourselves of it. 
For instance, if they see a mill and ask what 
it is, show them how the food that nourishes 
man is prepared. If they see reapers in the 
field, explain what the men are doing, how 
they sow the wheat and how it grows from 
the earth into abundant harvest. 



n 



In the city where they see shops where 
various trades are carried on or goods of all 
kinds are sold, there is a vast field from 
which to learn. Never seem to be tired by 
their questions they are the overtures which 
nature gives you to make instruction easier. 
Show them how articles which they use are 
made and how the buying and selling of 
these constitute trade, so they will know lit- 
tle by little without particular study the best 
way of making things of daily use and the 
just price of each one which is the true basis 
of economy. Such knowledge should be de- 
spised by no one, as all the world needs to 
avoid being cheated in its expenses but it is 
particularly necessary for girls. 

THE DANGER OF IMITATION. 

The ignorance of children inclines them to 
imitate all that they see. For that reason it 
is of the utmost importance to show them 
only the best of models. Never allow them 
to come in contact with those whose example 
is not good. Yet, as it is impossible, in spite 

m 



of all precautions, that they should never see 
improper things, teach them, as early as pos- 
sible, the errors of bad tempered and unrea- 
sonable people, how those who give way to 
their passions have mistaken the dignity of 
life and how miserable are those who never 
cultivate right living. Do not fail to warn 
them against certain faults, even if this 
should open their eyes to the weaknesses of 
those whom they ought to respect. It would 
not be right to keep them in ignorance of 
the true principles underlying such things; 
and the surest way to persuade them to do 
their duty is to teach them to bear with 
other people's faults and not judge them too 
severely. Show them that some of those de- 
fects look worse than they really are, that 
tliey are counterbalanced by most excellent 
qualities and that as nothing is perfect in this 
world, we should admire that which has the 
least imperfection, in fact we should give 
them the highest principles and prevent 
their imitating all the evil they see. 

They should also be forbidden to mimic or 

15 



make fun of those who may seem ridiculous 
to them, as their quick imaginations and 
flexible bodies make imitation so easy, that 
ill-bred habits are very easily formed. Yet 
God has given to them this tendency that 
they may follow with equal facility that 
which is good. Often, without speaking, it 
is only necessary to point out in another that 
which they must do. 

INDIRECT TEACHING UNWISE TO PUSH 

CHILDREN. 

I believe it would often be well to use in- 
direct methods, less tiresome than lessons 
and commands, simply to fix attention on 
examples that have already been given. 

For example, one person might ask another, 
before children, " Why did you acknowledge 
your fault?" " Because it would have been 
much worse to deny it by telling a lie ; noth- 
ing is better than to say frankly, I have 
done wrong." 

Then the first person might commend such 
honesty, but this should be done most care- 

16 



fully, for children are much more penetrating 
than we imagine, and quickly lose confidence 
in those who seem to be using management 
in governing them. 

A child's brain is like a lighted candle ex- 
posed to the wind, its flame is always flicker- 
ing. He asks a question, before you have 
time to answer it his eyes are already wan- 
dering, looking at the ceiling, or a picture, 
counting the figures that are painted, or the 
panes of glass in the window. 

If you try to bring him back to his first 
object, he frets, as if you were keeping him 
in prison ; at this time he needs careful 
guidance until his mind is more developed. 
Answer all his questions promptly and let 
him ask them as he pleases. 

Stimulate his curiosity and fill his memory 
with a mass of good materials, the time will 
come when he will reason about them ; 
although he should be taught to reason 
justly and as occasion arises learn what it 
is to draw a conclusion. 

Let a child play and mingle instruction 

17 



with his amusement. That wisdom ma 
show herself to him only at intervals and 
with a smiling face, be careful not to tire him 
by unwise or foolish exactions. 

To make children like good people, show 
them what is admirable in their characters, 
their sincerity, modesty, fidelity, discretion, 
and above all the piety which is the founda- 
tion of all the rest. 

Should some one show an offensive trait, 
say " Piety does not produce these defects, 
when it is perfect, it eradicates, or at least 
softens them." 

However close watch we may keep over 
ourselves, that they may see nothing but 
good, let us never imagine that they see no 
fault in us, often they discover even our 
slightest defects. 

Saint Augustine tells us that early in child- 
hood he noticed the vanity of his teachers on 
the subject of learning. 

It is most important for an educator to 
know himself, to know precisely what his 
faults are, to see them as plainly as the child 



will see them, even to ask some sincere 
friend to point them out. 

Ordinarily those in charge of children, 
pardon them nothing and pardon themselves 
everything, this excites in children a spirit 
of malice and criticism, so that whenever 
they find faults in those who govern them, 
they are delighted and do not try to conceal 
their contempt. 

To avoid such experiences do not fear to 
speak openly, in the presence of children of 
your faults, of any which the children may 
have noticed in you. If they are capable of 
understanding your action, tell them you 
wish to give them the example of correcting 
their faults by correcting your own. In this 
way you draw from your defects the power 
to instruct and edify the children, and while 
encouraging them to correct their own errors, 
avoid the disgust and contempt which your 
faults might give to them for you personally. 

At the same time you should seek in every 
possible way, to make pleasant whatever du- 
ties you exact from a child. If a disagreeable 

19 



thing is proposed, let him understand that 
pain will soon be followed by pleasure. 
Show him the usefulness of your precepts in 
relation to his future life in the world and 
the duties of his position, otherwise study 
will seem to him tiresome and useless. "What 
is the reason," he will ask, " in learning all 
these things that are never talked about and 
have no connection with what we are obliged 
to do?" 

You will answer, " All this is necessary to 
put you in condition to do in the best way, 
whatever you may have to arrange some 
day, to form your judgment and to teach you 
to reason properly about the affairs of life." 
Always show the substantial and agreeable 
result that will sustain him in his labor and 
never attempt to subdue him by harsh and 
absolute authority. 

As children grow more intelligent it is 
wise to talk with them about their need of 
education, not following all their fancies, but 
to test their discernment and to guide their 
taste in the direction we may desire. 



Never, unless absolutely necessary, assume 
a severe and imperious manner to frighten 
children. They are, as a rule, timid and 
bashful and this is often a pedantic affec- 
tation on the part of those who govern. It 
closes the heart and takes away the confi- 
dence without which it is impossible to hope 
for any good results of education. 

Make them love you, let them be free with 
you, so that they will not fear to show you 
their faults. Be indulgent to those who hide 
nothing from you. Be neither astonished 
nor irritated at their bad inclinations, on the 
contrary sympathize with their weaknesses. 
There may be the danger of their being less 
restrained by fear but after all confidence 
and sincerity are of more benefit than severe 
authority. 

Besides, authority will always come in 
place when confidence and persuasion are 
not strong enough. Yet it is always best to 
begin with a candid, cheerful and familiar 
manner which induces children to act natur- 
ally so that you know them thoroughly. 



If the wise man Solomon advised parents 
to use the rod, if he said that a father who 
makes a plaything of his child shall weep 
afterward, that is not blaming kind and 
patient education. He condemns only weak 
and foolish parents who indulge their chil- 
dren in every whim and fancy. 

In short, parents should always preserve 
their authority for correction, as there are 
some natures which must be subdued by 
fear, but only when all other means have 
failed. 

A child is greatly influenced by imagination 
and association of things and so often dis- 
likes study and good behavior because he is 
repelled by the one who teaches him. 

In this way a severe education may leave 
him with a gloomy and dismal idea of re- 
ligion, which he will retain all his life. It is 
often better to tolerate some things that 
ought to be corrected until his mind is more 
developed. 

Never reprove him in his first outburst of 
temper, nor in your own. If you do it in 



your own irritation, he sees that you are in- 
fluenced by feeling and impatience, and not 
by reason and friendship. 

If he is angry, he is not clear-headed 
enough to confess his fault, conquer his pas- 
sion and feel the importance of your advice. 
Never let him lose his respect for you, noth- 
ing will hold this better than your patience. 
Wait for the best moment to correct him, 
even if necessary to pass several days. Never 
speak to a child of a fault without showing 
him how to amend it and encourage him to 
do so ; in that way avoiding the discour- 
agement that always follows criticism. A 
reasonable child will come insensibly to ask 
to be told his faults, which is the best way to 
show them without making him unhappy ; 
never tell him of several faults at the same 
time. 

It is important to consider that children 
have immature minds, that they are fond of 
pleasure and that an exactness and serious- 
ness are often asked of them, of which, those 
who demand it would be incapable. In this 

-3 



way often they are dangerously fatigued and 
saddened. Always talking of words and things 
they do not understand, no liberty, no enjoy- 
ment, always lessons, silence, constrained po- 
sition, corrections and threats ! 

The ancient world understood these things 
much better. It was by the enjoyment of 
music and poety that the principal sciences, 
the maxims of virtue and polite manners 
were introduced among the Hebrews, the 
Egyptians and the Greeks. Uncultivated 
persons can hardly believe this, as our cus- 
toms are so different. However, if one 
knows history, one cannot doubt that this 
was the ordinary practice for several centu- 
ries. At least let us attempt in ours, to join 
the agreeable to the useful as much as we 
may be able. 

It is as easy to be spoiled by amusement 
as to gain a distaste for simple food by in- 
dulging in highly seasoned viands, so we 
should fear excitement that is followed by 
weariness and disgust, the more for children 
because they are more influenced by their feel- 



ings and wish to be always stirred tip. Let 
us cultivate in them a fondness for simple 
pleasures so that they shall need neither 
highly seasoned food, nor stimulating amuse- 
ments to make them happy. An old writer 
says, " Temperance is the best ingredient of 
pleasure, it keeps body and soul in health ; 
one is always cheerful and of quiet mind, 
needing neither machinery nor shows, nor 
any great expense to enjoy life. An innocent 
game, any reading or work we may undertake, 
a walk, or conversation, refreshing after labor, 
bring contentment." 

It is true that such simple pleasures may 
seem tame and insipid in comparison with 
those that excite the whole nature, but they 
wear better. They bring pure and lasting 
enjoyment without any exhausting conse- 
quences ; they are always beneficial but the 
others are adulterated wines that poison the 
system. The nature of the soul becomes 
tainted by such intense pleasures. We should 
accustom young people to simplicity of living 
and strengthen their liking for simple amuse- 

25 



merits, warning them of the danger belong- 
ing to others and not leave them without 
care and guidance as is often done, at an age 
when the passions begin to develope and 
when they need most to be restrained. 

The greatest difficulty in education is that 
of bringing up children who lack sensibility. 
Impulsive and sensitive natures are capable 
of terrible mistakes, their passions and pre- 
sumption may lead them away, but they 
have great resources and often return from 
far away. Early precepts are like an invisi- 
ble germ which grows and bears fruit after 
experience has come to the help of reason. 
At least we can interest them in instruction 
and appeal to their honor, but we have no 
such hold on those naturally indolent. Their 
thoughts are always distractions, the mind 
is never where it ought to be, they cannot 
even be touched to the quick by punishment, 
they hear everything and feel nothing. 

This indolence makes the child careless 
and disgusted with everything he has to do. 
The best education is likely to fail unless we 



go to the root of the evil in early life. Many 
people who do not look carefully into such 
matters, conclude that this failure is due to a 
caprice of nature, who showers her gifts on 
those whom she wishes to succeed, rather 
than deciding that such natures are sterile 
soil for which cultivation can do little. 

Some children seem lovely because the 
graces of early childhood shine so brightly 
that real defects are hidden. Everything 
sweet, tender and amiable in them, prevents 
our examining their features in detail. The 
cleverness they display astonishes us, because 
it is unexpected at that age ; we overlook 
their mistakes of judgment, they are ingen- 
uous and we mistake a certain vivacity, 
always found in children, for ready wit. 
This is why childhood promises so much 
without future results. Many a child con- 
sidered clever at five years of age, is forgot- 
ten when a man. The only quality on which 
you can rely in a child is its power of reason- 
ing. This grows and strengthens with him, 
though early graces disappear, vivacity dies 

=7 



out, even the tenderness of his heart lessens 
by the hardening of life. 

Endeavor then to discover whether the 
nature with which you deal lacks curiosity 
and ambition. If so, a teacher may become 
discouraged by so fruitless a task. It is of 
the greatest importance to touch all the 
springs of a child's nature and awaken him 
from his slumber. If you find him dull and 
unresponsive, do not fatigue him with tire- 
some rules, divert him, make him cheerful 
and gay ; as he will be more despondent 
than conceited, show him what he is capable 
of doing, be content with little, but make 
him notice his own progress and observe 
his error in doubting his power to accom- 
plish those very things he has done so well. 

Children are more jealous than we imagine 
of those who are more petted and praised, 
but this quality may be judiciously used in 
training an indolent child. Give him occa- 
sional victories over those of whom he is 
jealous, when possible encourage him to 
laugh freely with you at his timidity, show 

23 



him those, who timid like himself, have at 
last conquered their temperament. Teach 
him indirectly by the example of others, how 
indolence and timidity retard mental devel- 
opment and people, careless and inattentive, 
no matter how much genius they may pos- 
sess, make themselves foolish and degraded. 
Be careful never to give these instructions in 
a severe and impatient tone, for timid 
children are more easily repelled by harsh- 
ness. 

It is often as necessary to create an appe- 
tite for the best things in the minds of chil- 
dren, as to make invalids desire food. It is 
much more difficult to give a motive to those 
who have none than to guide a poor one. 

There is another quality still more difficult 
and more important to awaken, the capacity 
for friendship. With a child capable of that, it 
is no question of directing him towards desir- 
able people. His liking will lead him towards 
all those things you desire for him ; it will be 
a close bond to hold him to that which is 
good, if he knows how to make use of it. 

29 



The only thing to fear is a bad choice or an 
infatuation. 

Yet there are other children born crafty, 
deceitful, indifferent, who for a selfish pur- 
pose, deceive their parents, over fond and 
credulous. They study their feelings, seem- 
ingly to conform to them. They seem more 
docile than others of the same age, who are 
frank and natural. This apparent amiability, 
which hides a fierce will, seems to be real 
sweetness and their true dissimulation is 
never entirely displayed until there is no 
time to prevent it. 

Over such natures education has unfortu- 
nately no control and their number is greater 
than we imagine. It is hard for parents to 
believe that their children are bad at heart, 
they cannot see it themselves, nobody dares 
call their attention to such a fact and the 
evil increases. The best remedy would be, 
to allow children at an early age great free- 
dom in showing their natures. It is all im- 
portant to know them well before we attempt 
to correct them. They are naturally simple 

3° 



and frank but if we retrain them unjustly or 
unwisely, or set them an example of deceit, 
they lose their original honesty. It is true 
that God alone can give a tender and good 
heart, all we can do is to stimulate it by fine 
examples, by precepts of honor and disinter- 
estedness, by contempt for all self-conceit. 
We should give children every opportunity 
for cordial and intimate friendship before 
they lose their early natural candor. Noth- 
ing will accomplish this better than to sur- 
round them with persons incapable of any- 
thing base or selfish ; those with other faults 
would do them less harm. Children should 
also be praised for all actions inspired by 
friendship, if neither inappropriate nor ex- 
treme. Parents should show themselves full 
of a sincere friendship for their children, for 
they often learn from their parents them- 
selves to love no one. 

On the other hand, a folly more frequent 
among girls is to become passionately fond 
of most indifferent things. They cannot see 
two persons disagree without becoming vio- 

3* 



lent partisans. They abound in affection 
with or without cause. They see no fault in 
those they love and no good in those they 
dislike. 

It would not be wise to oppose this openly, 
as contradiction only strengthens such fan- 
cies but show as opportunity occurs, that 
we also see the good and evil in those char- 
acters better than a girl does. At the same 
time point out carefully the defects to be 
found in those who please her and the charm 
of certain qualities in those whom she dis- 
likes. It is not necessary to press this, she 
will rally of her own accord. Show her the 
unreasonableness of stubborness and how she 
will at some future time amend her present 
errors of judgment. Tell her of the mistakes 
you made at her age and above all, show her 
as sensibly as you can, the great mixture of 
good and evil we are likely to find in all 
whom we love or hate and so temper the 
ardor of her likings and aversions. 

Never promise children ornaments or 
sweets, as rewards. This results unwisely 



in two ways, first it makes them prize what 
they should despise and again it prevents 
giving other rewards that might assist your 
work. Never threaten them with study as a 
punishment. Make as few rules as possible 
and only when most necessary. 

When obliged to make one do it as unos- 
tentatiously as possible, without giving it 
the name of a rule and always with some 
good reason for doing a certain thing at a 
certain time and in a certain place, rather 
than in some other way. 

We run the risk of discouraging children 
if we never praise them, when they do well. 
However praises may be feared on account 
of the vanity they may encourage, they should 
be used as a stimulant. 

We see that Saint Paul used them fre- 
quently to encourage the weak and to tem- 
per criticism. The Fathers used them in the 
same way. Yet if we desire to make children 
of the highest benefit to the world all good- 
ness and success should be attributed to the 
great God from whom it comes. 

33 



THE USE OF STORIES FOR CHILDREN. 

Children are passionately found of amusing 
stories. They rejoice or weep over the tales 
told to them. Do not fail to profit by this 
trait and tell some interesting tale with a 
good purpose. Then wait until the child's 
curiosity is excited to ask for another ; con- 
nect them together and keep the sequel for 
the following day. Use lively and familiar 
tones, make all your characters speak. Chil- 
dren who have active imaginations, believe 
that they see and hear them. 

For instance, in the Bible story of Joseph 
make his brothers talk as rough and brutal 
men, Jacob as a tender and unhappy father. 
Let Joseph talk also, let him, as master of 
Egypt, take pleasure in hiding himself from 
his brothers, in frightening them and after- 
ward disclosing himself. 

The simple recital of the marvellous facts 
will charm a child ; they should never be 
presented as a study and the child obliged to 
repeat them, that would take away the en- 
joyment. 

34 



Nevertheless we shall notice, if the child 
possesses any facility of speech he will of his 
own accord tell those whom he loves the 
stories he enjoys, without asking. Let some 
one express a wish to hear the tale and the 
child will be delighted to tell it. 

Do not seem to notice him nor correct any 
errors he may make. As he grows more ac- 
customed to telling stories you may teach 
him insensibly the best way of telling a tale ; 
to make it short, simple and ingenuous, always 
choosing the circumstances which best rep- 
resent the nature of each thing. 

To give them the liking for Bible stories in 
preference to others it is best, not to say that 
they are better, which they might not believe 
but to make them feel so, without the tell- 
ing. Show them how important, how simple, 
how full of natural pictures they are. 

The Creation, the fall of Adam, the Deluge, 
the call of Abraham, the sacrifice of Isaac, 
the adventures of Joseph, the birth and flight 
of Moses are not only the things to awaken 
the curiosity and interest of children but by 

35 



revealing to them the origin of religion, lay 
its foundation in their minds. 

It is by a network of mysterious facts that 
religion has been perpetuated and estab- 
lished. Do not imagine by this plan we pro- 
pose a matter of deep science ; a variety of 
simple recitals are far better. God, Who 
knows the mind of man, has put religion in 
the shape of popular facts, that, instead of 
overtaxing the simple-minded, help them to 
conceive and remember its mysteries. For 
instance, to tell a child that in God are three 
persons, of an equal and single nature, makes 
him remember the terms probably without 
understanding them. Then tell him that as 
Jesus Christ came out of the waters of Jor- 
dan, the Father's voice was heard from the 
sky, to say, " This is my beloved son, in 
whom I am well pleased," while the Holy 
Spirit, in the form of a dove, descended upon 
the Saviour. So you make him find the 
Trinity in a story he will never forget. 
Here are three persons whom he will always 
distinguish by the difference of their actions, 



you will only need to teach him that they 
make one God. 

This example is enough to show the use- 
fulness of stories ; though they may seem to 
lengthen instruction they really shorten it 
and take away the dryness of Catechisms 
where the mysteries are taught without illus- 
tration. In ancient times instruction was 
given almost entirely by means of stories. 
The admirable manner in which St. Augus- 
tine advises all ignorant persons to be taught, 
was by no means a method of his own but 
the universal practice of the church. It 
showed, by the sequence of history, that re- 
ligion is as old as the world, that Jesus Christ 
expected in the Old Testament and Jesus 
Christ reigning in the New Testament form 
the foundation of Christianity. 

This method requires a little more time 
and care than most people use but knowing 
this detail, we know religion, otherwise we 
can have but confused ideas about Christ, the 
Bible and the church. 

Pictures and prints may be added to the 

37 



stories ; the color and figures of some fine 
painting will impress a child's imagination 
with great force. 

In this way a child's mind may be gently 
opened to religious truths without giving 
him any opportunity to doubt. Suppose 
some one dies, and is to be buried. Say 
"that he has gone to Heaven." " How can 
he be in Heaven and in the grave at the 
same time ? " It is the soul that is in Para- 
dise and his body is in the earth. " Is the 
soul then not the same as the body ? " No, 
the soul shall live for ever in Heaven. 
"Then add, do you wish to be saved?" 
" What is it to be saved ? " It is for the 
soul to live in Heaven when the body is 
dead. « What is death ? " " It is for the 
soul to leave the body and the body to re- 
turn to dust." 

I do not pretend to say that children 
always answer in this way, but I can say, 
that many have given me just such answers 
at as early an age as four years. Should a child 
be backward and dull, the worst would only 

3* 



be that you wait patiently a few years before 
renewing the subject. 

Show workmen building a house and let 
the children understand that the materials 
were carried there and put together, accord- 
ing to a plan, they did not come together by 
themselves. Then make them notice the 
earth, the sky and all things God has made 
for the use of men and say : " How much 
more beautifully the world is made than a 
house, did it make itself ? " " No, truly," it 
is God, Who made it with His own hands. 

At first follow the Scriptural method, im- 
pressing strongly the imagination but take 
advantage of every opportunity that offers 
to impress all truths ; always making things 
plain by some familiar comparison. 

For instance, if asked whether he would 
die rather than renounce Jesus Christ, the 
child would answer, a Yes," he thinks he 
would have courage to have his head cut off. 
Yet he must learn that without grace he can 
do nothing but if you say that, he does not 
understand. Tell him of St. Peter's vow of 

39 



faithfulness and how, frightened by a servant 
girl, he denies his Saviour three times ! 

Compare him to a child or sick person 
who cannot walk alone and show him how 
we need that God should carry us, as 
a nurse carries an infant ; in that way 
we may make him understand the mystery 
of grace. 

The truth most difficult to make children 
comprehend is that we have a soul more 
precious than our body. The body they 
know only too well and are naturally in- 
clined to indulge and adorn it ; it is of the 
greatest importance to show that it contains 
something infinitely better. 

Say to a child who is old enough to reason. 
Does your soul eat ? If he answers foolishly 
do not criticise but tell him simply that the 
soul cannot eat, it is the body that eats, it is 
the body which is like an animal. Have ani- 
mals intellect ? " Are they learned ? " He 
will answer " No." " Yet they eat," you say, 
although they have no mind. You see 
then it is not the mind that eats, it is the 

4 o 



body that takes food to nourish it, it is that 
which walks and sleeps." 

"Then what does the mind do?" "It 
reasons, it understands, it loves, it hates." 
Add, as if in jest. " Do you see this table ?" 
" Yes." " Do you see that it is unlike the 
chair, do you know that it is made of wood 
and different from the chimney which is 
made of stone ? " " Yes," the child answers. 
Then if you find by his voice and eyes that 
he is interested and that these simple truths 
have made their impression ask : " Does the 
table know you ? " He will reply by laughing 
at you, the question seems ridiculous. 

Never mind, ask : " Which loves you the 
best, this table or this chair ? " 

He will be more and more amused. 

Still go on : " Does the window behave 
well ? " " Does this doll answer you when 
you talk to her?" "No." "Why," has she 
any mind?" "No, she has none." "Then 
she is not like you, for you know her but she 
does does not know you." "When you die 
and are buried, will you be like this doll ?" 

41 



" Yes." " Will you feel anything ? " " No." 
"Will you know anyone?" "No." "Will 
your soul go to Heaven?" "Yes." "Will 
it see God ? " " Of course. " 

" Where is the doll's soul ? " 

You will see the child smile, in answering 
or at least, will make you understand that 
the doll has no soul. 

From such a foundation and by such sim- 
ple methods, often used, the child gradually 
becomes accustomed to give to soul and body, 
the things that belong to each. 

I believe the simplest and best way to 
make children imagine the spirituality of 
God and of their own souls is to make them 
notice the difference between a living and a 
dead person. 

In one, there is only the body, in the other, 
the body is joined to the soul. Show them 
how that which is capable of reason, is much 
more perfect than that which has only shape 
and motion. Show, by various examples, 
that our bodies do not perish, they only sepa- 
rate as the particles of burnt wood fall into 

42 



ashes or vanish in smoke. If that which is 
but dust and incapable of knowledge or 
thought never perishes, how much greater 
reason than our souls, that know and think 
will never cease to be. 

The body may die, that is to say, it may 
leave the soul and become dust, but the soul 
will live, for it must always think. 

Those who teach should develope as much 
as possible in the child's mind all truths that 
lie at the foundation of religion. If unsuc- 
cessful, with dull or stupid minds, one should 
not be discouraged but trust that God will 
give them inward light. 

There is a sensible and practical way to 
enforce the distinction between the body and 
soul by accustoming children to think lightly 
of one and to esteem highly the other in all 
moral aspects. Praise instruction, that nour- 
ishes and enlarges the mind. Approve the 
highest truths that make it wise and virtu- 
ous. Think little of good cheer, of finery, of 
all that weakens and enervates the body. 
Make them feel that honor, a good con- 



43 



science and religion stand far above all sen- 
sual pleasures. By such sentiments, without 
reasoning about the body and soul, the 
ancient Romans taught their children to de- 
spise their bodies and to deny them in order 
to give their souls the happiness of glory and 
virtue. Not only exceptional persons of 
noble birth but the whole people were tem- 
perate and disinterested, having slight regard 
for the things of his life and full appreciation 
of wisdom and honor. 

When I say the ancient Romans I mean 
those who lived before the growth of the em- 
pire had altered the simplicity of their man- 
ners. 

The Greek also, in good republican times, 
nurtured their children in contempt of osten- 
tation and effeminacy ; they taught them to 
value glory, to desire not so much to gain 
riches as to conquer the kings who possessed 
them ; to believe that one can be happy, 
only if he is virtuous. 

Illustrate the relation of the soul to the 
body by the figure of a man mounted upon a 

44 



horse, which carries him on his way ; the 
soul is to the body as the rider to his horse 
and the soul is as wretched and unhappy 
when it is carried away by the body as is the 
horseman thrown over a precipice by his 
high spirited steed. 

Admit freely the beauty of the body. It 
is a flower that opens brightly in the morn- 
ing, but the evening withers and tramples it 
under foot. Yet the soul is the image of the 
immortal beauty of God. 

To impress children with the reality of 
things invisible, that neither eyes nor ears 
can perceive, ask if they think such a person 
wise, or another witty ? When they say 
"Yes," You ask, "Do you see the goodness 
of that man ?" "What is the color of it ?" 
" Do you hear it ? " " Does it make much 
noise ? " " Have you touched it ? " " Is it 
hot or cold ? " The child will laugh at you, 
as he will also do, if you ask him similar 
questions about his mind, as what is its color 
or shape, whether it is round or square ? So 
he will learn that he knows many very real 

45 



things that he can neither see nor touch, nor 
hear and that those things are spiritual. 

At the same time it would be well to use 
the imagination to give pleasant pictures of 
the truths of religion, that the body cannot 
see. We should speak of the celestial coun- 
try as represented by St. John, where all 
tears are wiped away, where there is no more 
death nor sorrow, nor sin, but eternal joy 
and felicity is the lot of God's children. 

If we could form in children the habit of 
looking forward with pleasure to a future 
life and lead them to judge the things of this 
world only in connection with higher hopes 
we would clear their way of infinite difficul- 
ties. 

Impress children strongly with belief in 
the resurrection of the body and teach them 
that Nature is only the common order estab- 
lished by God in His works. Miracles are 
but exceptions to general rules. It is no 
more difficult for God to perform an hun- 
dred miracles than for me to walk out of my 
room a quarter of an hour before the usual 

45 



time. Note the raising- of Lazarus, the res- 
urrection of Jesus Christ and his various ap- 
pearances for forty days to many of His 
followers. Teach them that He who made 
man has power to make him again ; as the 
grain of wheat falls into the ground and dies, 
then revives and multiplies. 

These truths should not be taught by rote 
as children learn the catechism ; that would 
prove tedious and formal ; aim rather to put 
them in the way of finding them out for them- 
selves, so that they will be more profitable and 
impressive. Take advantage of every ad- 
vance the child makes, that you may help 
him to a clearer view of what he sees but 
dimly. 

There is nothing so dangerous as to speak 
lightly of the things of this world without 
showing that you mean what you say in 
every particular. Example has an aston- 
ishing power over us. In childhood it can do 
almost anything. Children love to imitate. 
They have not yet acquired any fixed habit 
that renders imitation difficult ; also, as they 

47 



are not able to judge for themselves from the 
foundation of things, they more often judge 
from what they see, than from any reasons 
that may be given. 

Actions speak louder than words. If they 
oppose each other, religion may be regarded 
as a beautiful ceremony and virtue as an im- 
practicable idea. 

Never speak lightly of anything concerning 
religion in the presence of children. Never 
ridicule the devotion of the simple-minded 
because they consult their minister, or be- 
cause they practice self-denial. Never speak 
of God or of His worship but with serious re- 
spect. Never be careless of good breeding, 
especially in religious matters ; often persons 
who have the utmost delicacy in matters of 
social intercourse are most inconsiderate in 
religious affairs. 

When a child has learned to know some- 
thing of himself and of God, let him recall 
the historical facts he already knows and en- 
joy tracing the connection between his reflec- 
tions and the history of humanity. He will 

43 



recognize that man did not make himself ; 
that his soul is the image of God ; that his 
body, with so many wonderful resources, has 
been formed by a powerful and divine artisan; 
so he will quickly remember the story of the 
Creation. 

He will also see that he was born with cer- 
tain inclinations contrary to reason. He is de- 
ceived by pleasure and carried away by anger; 
his body leads his soul in opposition to 
right, when his soul ought to govern his 
body. 

He will find the cause of this disorder in 
the sin of Adam ; this story will make him 
look for the Saviour who will reconcile man 
to God. 

This is the whole foundation of religion. 



That the mysteries, the actions and the 
teachings of Jesus Christ might be better 
understood, we should influence young people 
to study the Gospels and desire them to 
choose, at an early age, to receive the com- 
munion of the body and blood of Christ. We 



should give children a liking for sermons, 
sensible and instructive, that teach the Gos- 
pels clearly and literally; make them notice 
how beautiful and affecting is the simplicity of 
the teachings, and try to make them love the 
place where their pastor utters words of bles- 
sing and consolation. 

Never allow children to ridicule those who 
minister in religious things but make them 
respect the sanctity of their calling. 

Nothing is more deplorable than to see 
sensible and pious people, who cannot speak 
of death without a shudder, who grow pale 
if they find thirteen persons about a table, 
or fear having had certain dreams, or having 
seen a salt-cellar overturned. 

The dread of all such imaginary omens is 
but a relic of paganism ; we should teach 
most clearly their folly and absurdity. 

Although women have not the same occa- 
sions to show their courage as men, never- 
theless, they should possess it ; cowardice is 
contemptible everywhere ; a woman must 
know how to resist foolish fears and stand 



firm against unforeseen perils ; she should 
neither weep nor become alarmed, except 
when she has great cause, and even then she 
ought to be sustained by faith. 

A Christian of either sex should never be 
a coward. The soul of Christianity, if I may 
use the expression, is contempt of this life 
and the love of another. 

There is something to be said concerning 
certain faults peculiar to girls, their exag- 
gerated friendships, their petty jealousies, 
their extreme compliments and flatteries, 
ought to be repressed. They are spoiled by 
such false conditions and consider anything 
grave and sensible, as austere. They should 
be trained to speak concisely. Good conver- 
sation consists in saying much in few words 
and avoiding all useless phrases. They mis- 
take a certain facility of speech and quickness 
of imagination^ for wit. They make no choice 
between their thoughts, they follow no order 
in expressing them, they speak with excite- 
ment, no matter how trifling the subject and 
excitement makes them talk too much. 

51 



Of course one cannot expect any thing very- 
good of a woman if she is not obliged to 
think rationally, to weigh her thoughts and 
express them concisely and finally to know 
when to stop talking. 

Artificial natures use devious methods to 
attain their ends. They esteem subtlety and 
why not ? since it is often the first thing they 
have been taught. 

Women have a supple nature, they can 
easily play all sort of comedies, tears cost 
them nothing, their passions are strong and 
their knowledge is limited ; hence they neg- 
lect nothing to compass their desires and 
measures that finer natures would scorn to use, 
sometimes seem good to them. They do not 
ask whether they ought to desire a thing but 
they are very industrious to obtain it. They 
are also timid and full of false pride. 

The way to prevent these evils is to never give 
occasion for deceit and to encourage girls to 
speak their thoughts with candor and ingenu- 
ousness. Do not compel them to seem to like 
people or books that repel them. Direct 

S2 



their literary taste by giving them good, sen- 
sible stories to read. If their minds are not 
trained to honesty they will become unrelia- 
ble. 

Teach them by example, the difference be- 
tween deceit and discretion and how pru- 
dence consists in saying little, never making 
silly or confused remarks and distrusting 
one's self more than others. 

When our desires are right we seek to grat- 
ify them openly. What is more charming 
than to be sincere, at peace with oneself, hav- 
ing nothing to fear or hide ? 

On the other hand a hypocrite is always in 
a state of agitation and remorse, in fear of 
danger or under the deplorable necessity of 
covering one deceit by one hundred others ! 

In spite of such shameful conditions artful 
people do not avoid what they fear but are al- 
ways found out, sooner or later. If the world 
is deceived by them in one respect, it is not 
sure of the whole life, it always finds it out in 
some way. Sometimes they themselves are de- 
ceived by those whom they think are their 

53 



dupes. At best they are never free from 
suspicion and what greater wound to one's 
self-respect, than to be disbelieved ? Impress 
this strongly upon young people, according to 
the opportunities, the needs and the dispo- 
sition of their minds. 

Observe also, that deceit is the outcome 
of a mean spirit and a low heart. People 
are artful because they have something to 
conceal, because they are not what they 
ought to be ; or, desiring the proper things, 
they employ false methods, because unac- 
customed to honest ways. Point out to chil- 
dren the senselessness of certain deceits they 
may see practiced, the contempt visited upon 
those who employ them, and do not fail to 
make them honest to themselves whenever 
you may surprise them in some dissimula- 
tion. Deprive them of anything they love 
when they have attempted to secure it by 
deceit and declare that it shall only be ob- 
tained when asked for candidly. 

Do not fear to sympathize with their little 
infirmities, it will give them courage to let 

54 



you see them. False shame is a dangerous 
evil and one most urgent to cure, for if we 
are not careful it renders other ills incura- 
ble. 

There is greater meaness in causing an- 
other to deceive himself without his know- 
ing that we are to blame. 

Tell the child that God is truth itself, that 
he makes light of God when he speaks lightly 
of truth. He should speak honestly, ex- 
actly, and but little, in order always to speak 
justly and respect the truth. 

Be careful not to imitate those who ap- 
plaud children who show their wit by some 
deceitful action. Reprimand them severely 
and arrange that their plans shall fail, so that 
the experience will disgust them. If we 
praise them for such faults we persuade them 
that it is clever to be cunning. 



Nothing is more to be feared than vanity 
in girls. They are born with a strong desire 
to please. The roads which lead men to 
authority and glory being closed to them, 



they seek to compensate themselves by 
charms of mind and body ; hence their sweet 
and suggestive speech, their desire for great 
beauty and external grace and their passion- 
ate love of adornment. 

A bonnet, a bow of ribbon, a lock of hair 
hanging higher or lower, the choice of a 
color, are to them matters of the greatest 
importance. 

These excesses are carried much farther 
in our country than in any other ; our vari- 
able turn of mind demands a continual 
change of fashions, thus adding to the love 
of dress, the novelty which has a wonderful 
charm for such people. 

The combination of these two follies upsets 
all conditions and corrupts all manners. 

If there is no moderation in living, no 
standard for clothes and house-furnishings, 
there is no difference in conditions, while, as 
to the table of private individuals, there can 
be no public authority, each one chooses ac- 
cording to his purse, or according to his pride 
and vanity. 

56 



Such luxury is the ruin of families and the 
ruin of families brings inevitably the cor- 
ruption of morals. Persons of low birth crave 
a rapid fortune ; that cannot be made with- 
out sin, as the Holy Spirit assures us. 

On the other hand, those of higher station, 
yet without large means, resort to base and 
unworthy methods to meet their expenses, 
thereby insensibly extinguishing honor, faith 
and good feeling, often among the nearest 
relatives. 

All these evils result from the power that 
vain women hold to decide upon the fashions. 
They ridicule those who desire to retain the 
seriousness and simplicity of the manners of 
ancient Gaul. 

Endeavor to make girls learn that the 
honor and praise given to good conduct and 
real ability, is much more desirable than that 
drawn out by one's hair or one's clothes. 
Beauty, you may say, is much more dan- 
gerous to those who possess it than to those 
whom it fascinates ; it disturbs, it intoxicates 
the soul ; one is often more foolishly fond of 



57 



one's self, that the most passionate lover is 
of the woman he adores. There are but a 
few years difference between the woman who 
is handsome and one who is so no longer. 
Beauty may become a disadvantage if not 
joined to wisdom, modesty and virtue 
in a girl that will attract men of su- 
perior mind, otherwise she may marry 
some young fool who will surely make her 
unhappy. 

Those who pride themselves upon their 
beauty end by becoming ridiculous, for they 
come unconsciously to the age when beauty 
vanishes — yet they are still charmed with 
themselves while others are quite tired of 
them. 

It is quite as unreasonable to overestimate 
physical beauty as it is for uncivilized people 
to exalt physical strength. 

After beauty, let us consider adornments. 
True grace does not depend upon ornament 
or affectations. Without doubt one should 
seek to show neatness and harmony in -the 
clothes necessary to protect the body, yet after 

58 



all, the materials that cover us, however com- 
fortable and pleasant to wear, can never give 
true beauty. 

I would have young girls note the sim- 
plicity and grace of the statues of Roman 
and Grecian women ; how the hair tied 
simply behind and their long, floating dra- 
peries are both pleasing and majestic. 

If girl's minds were above being preoc- 
cupied with the fashions, they would despise 
elaborate hair dressing so directly in opposi- 
tion to nature, as well as over-trimmed cos- 
tumes. I would not advise them to adopt the 
antique style of dressing, that could not be 
expected, but they could, without making 
themselves conspicuous, acquire a noble and 
graceful simplicity more in accord with 
Christian ideas. 

Guide them by rules of Christian modesty. 
We know from the sacred writings that man 
is born in sin, his body is a perpetual source 
of temptation to his soul. Jesus Christ 
teaches us to fear and distrust ourselves. 
Then abhor nudities of the neck and 



other immodesties. However one may be 
guilty of such faults without bad inten- 
tions, at best they are due to vanity and an im- 
moderate desire to please. 

Does this blind desire to please belong to a 
Christian Soul, who ought to consider any- 
thing that draws it away from the love of 
God, as idolatry ? 

What is the unbounded desire to please but 
an attempt to excite the passions of men ? 
Can we hold them with a grasp of the hand, 
if they go too far ? Ought we not to be re- 
sponsible for the consequences? Do they 
not always go too far, however little they 
may be kindled ? 

You prepare a subtle and deadly poison 
and pour it over a number of human beings, 
and you believe yourself innocent ! 



Girls should not be deceived by false ideas 
of wit. If one is not careful, when they are 
vivacious they will obtrude themselves ; 
they will talk about everything, decide 
upon affairs entirely beyond their capacity 

Go 



and affect discontent and weariness with 
all their surroundings. 

A girl should talk only when there is real 
occasion for it, and then, with deference to 
her elders. Even if she happens to know 
things above the average ability of girls, she 
should not talk about them. However much 
vivacity, memory and facility of express- 
ion she may have, these qualities are often 
to be found in women of little common 
sense. 

Let her conduct herself properly ; let her 
show good moral sense and discretion ; let 
her know how to manage her household, and 
when to be silent, and she will be distinguished 
among her sex for rare wisdom. 

Nothing is more estimable than good sense 
and virtue, they make us look upon indiffer- 
ence and langour — not as praiseworthy, but 
rather as the foolish weakness of a morbid 
mind. 

When one has to live with rough people 
and follow occupations that are distasteful, 
we should make the best of both. A cul- 

6j 



tivated nature which can raise itself 
above little things in order to attend to 
greater ones is infinitely superior to those 
super-sensitive souls who are governed by 
their dislikes. 



Let us consider in detail what a woman 
ought to know to fulfill her mission in the 
world. 

Her information, like that of a man, should 
consist of a thorough and practical knowledge 
of her duties. She should be well informed 
concerning all that belong to the manage- 
ment of a household and also of an estate. 
An inquisitive woman may consider her curi- 
osity confined within too narrow limits ; she 
is mistaken, she does not realize the import- 
ance and extent of the matters she ought to 
know. 

What judgment does she need to guide the 
nature of each of her children ? To discover 
their talents, control their growing passions, 
to influence them for good and to correct 
their faults. What prudence should she have 

62 



to acquire and preserve her authority with- 
out losing their confidence and friendship ! 
Should she not understand thoroughly the 
characters of those who are about them ? 
Without doubt. The mother of a family 
ought to be fully instructed in all the essen- 
tials of religion, and to have a mind mature, 
firm, studious and experienced in order to 
govern wisely. 

Such cares belong to women whose 
husbands are occupied with business af- 
fairs. Should they become widows their 
duties are often of a more responsible 
nature. 

Economy is one of the most important mat- 
ters in family government. Many women 
neglect it, thinking it belongs only to work- 
ing people, a steward or a housekeeper. If 
they have been brought up in luxury and 
idleness, they see no great difference between 
a country life and that of savages. If you 
talk to them of the sale of wheat, the tilling 
of the soil, the different kinds of income, the 
raising of rents or other rights of land-own - 

63 



ers; the best way to rent a farm or collect 
taxes, they think you would degrade them to 
unworthy or low occupations. It is only 
through ignorance that people despise the 
science of economy. The ancient Greeks 
and Romans who were so polished and so 
clever, studied it with great care, and some 
of their greatest minds have written down 
their own experiences in books which still 
exist, and in which even the minutest details 
of agriculture are found. We know that their 
warriors did not disdain labor, and would re- 
turn to the plough after the greatest triumphs 
on the battle field. This is so different from 
our modern methods that it would not be be- 
lieved if history gave us the least excuse to 
doubt it. Who would dream of defending or 
adding to a country except for the peaceful 
cultivation of it ? Of what use is victory un- 
less we gather the fruits of peace ? After 
all, strength of mind consists in knowing 
what are the foundations af human life. All 
the greatest matters turn on that. The pow- 
ers and prosperity of a country consist, not 

64 



in owning many States poorly cultivated but 
in obtaining from the land which we possess 
all that is necessary to maintain a large popu- 
lation. 

It certainly needs more genius to practice 
economy and govern a family wisely — small 
republic that it is — than to practice the little 
niceties of social intercourse, or talk about 
the fashions. 

Guard against the opposite fault. Women 
run the risk of being extreme. It is well to 
train children to manage something, to buy 
the different articles used in housekeeping, 
and to know how each should be made so that 
it will wear well. 

Be careful that economy does not degener- 
ate into avarice, point out the evil engendered 
by such a passion ; how meanness, as a rule, 
is of little profit and is most shameful and 
contemptible in its influence. A sensible 
woman will seek, by a frugal and careful 
manner of life, to avoid the injustice that fol- 
lows prodigality. Curtail all superfluous and 
extravagant expenses, to be able to act more 

6: 



generously when inspired by charity or friend- 
ship. 

Sometimes what we have considered a loss 
proves to be a gain. It is wise management 
and not sordid economies that bring large 
profits. 

Act in regard to cleanliness as to economy. 
Never allow anything to be dirty ; train girls 
to notice the slightest disorder in a house, 
and never allow anything to be out of place. 
This rule does not seem very important, yet 
if kept, would show great results, for when 
in need of any thing, you can put your hand 
on it at once ; the place belonging to each 
thing suits it best, not only as regards sym- 
metry but for cleanliness and preservation. 
Such order will benefit servants by prevent- 
ing carelessness and making their service 
prompt and easy. It also avoids the impa- 
tience naturally induced by not finding what 
we want where we seek it. At the same time 
there can be an excess of neatness as well as 
an excess of politeness. Cleanliness, when 

66 



not carried to an excess is a virtue, but when 
extreme it becomes pettiness and meanness. 
Good taste rejects excessive delicacy ; it 
treats small things as such and is not annoyed 
by them. 

Before children, treat as unimportant and 
trifling the trinkets and gewgaws of which 
some women are passionately fond and which 
make them indifferent to extravagance. 

Instruct children to be simple and practical 
in their neatness ; show them the best way of 
using things but also how to go without 
them ; tell them how petty it is to scold be- 
cause a soup has been burned, a curtain badly 
draped, or a chair is too high or too low. 

Without doubt it shows a better spirit to 
be willing to seem unpolished rather than be 
too particular about unimportant things. 
Such fussineSvS, if not repressed in women is 
more dangerous to conversation than to any- 
thing else. All their servants are stupid and 
tiresome. The slightest breach of politeness 
is monstrous to them, they are always sneer- 
ing and disgusted ! 

6 7 



Such persons should be taught early in 
life, that it is foolish to judge a person super- 
ficially by his manner, rather than to go to 
the foundation of his character, to examine 
his sentiment and his serious qualities. 

Illustrate this by a countryman, who of awk- 
ward appearance and it may be of ridiculous 
manners, if he has a good heart and spotless 
character is more estimable than the courtier 
who, under a polished manner, hides an un- 
just and ungrateful heart, capable of low 
cunning of all sorts. There is always some 
weakness in minds that are inclined to lazi- 
ness and dissipation. No one's conversation 
is to poor that we cannot obtain some bene- 
fit or information, if we only know how to 
choose from it the best things. 

Of course, when at liberty to choose one's 
companions, it is better to converse with 
those who are well informed but a clever 
person may gain something even from the 
most ignorant. 



The science of service is not unimportant. 



We should choose servants who have both 
self respect and religion. We should know 
exactly how the duties required of them 
should be performed, how much time is neces- 
sary for each and what expense is needful. 
If we are ignorant of these things we are in 
danger of becoming either dupes or tyrants. 

We should also know their different dispo- 
sitions, how to spare their feelings and govern 
this little republic — ordinarily so tumultuous 
— in a Christian spirit. Of course authority 
is essential, for the less reasonable the people 
the more they require government, but we 
should always remember that they are our 
brethren in Christ and we should respect 
them as such and command only when we 
cannot persuade. 

Try therefore to make your servants like 
you without being too familiar but do not 
hesitate to speak often to them about their 
wants without affectation or haughtiness. 
They should feel free to rely on you for ad- 
vice or sympathy, always. Do not speak se- 
verely of their faults, appear neither sur- 



prised nor repelled by them, for you hope 
that they will not be incorrigible. Reason 
frankly with them and overlook some irregu- 
larity or mistake in service, to show that you 
are neither annoyed nor impatient, you speak 
to them less for your service, than for their 
good. 

It is not an easy thing to accustom young 
persons in good circumstances to such mode- 
ration and charity, for the impatience of 
youth, gained to the false idea given them 
from their birth, makes them look upon ser- 
vants almost as beasts of burden. They be- 
lieve themselves to be of a different nature 
from their domestics who they suppose are 
made for the convenience of their masters. 

Try to show young people how such views 
are contrary to self-respect and to humanity 
towards one's neighbor. 

Make them understand that men are not 
made to be served, they are made to help 
themselves ; it is a gross error to believe that 
some men are born to flatter the laziness and 
pride of other men. 

70 



Since service has been established against 
the natural equality of man, we should sof- 
ten it as much as possible. If the masters 
who have had better training than their ser- 
vants are full of faults, they should not ex- 
pect those to be faultless who have been de- 
prived of instruction and good examples. 

However, if servants are spoiled by serv- 
ing us badly, what we commonly call good at- 
tendance spoils the masters still more, for to 
gratify easily one's least desire, enervates the 
soul ; makes it crave passionately the slight- 
est fancy and give itself up to its whims. 

Nothing is better for girls than to accus- 
tom them to household responsibilities early 
in life. Give them something to regulate on 
condition that they render an account of it. 
This confidence will delight them, for young 
people experience incredible pleasure — when 
they begin to put faith in themselves — to be 
trusted with serious affairs. A good example 
of this is found in the Memoirs of *Queen 
Marguerite who says 'that the greatest pleas- 

♦Marguerite of Valvis, daughter of Henry II and Catharine de Me- 
dicis, wife of Henry of Navarre, Henry IV of France. Massacre of 
St. Bartholmew on her marriage. Memoirs pub. 1628. 

7i 



ure she had had in her life was when her 
mother talked to her, when she was still 
very young, as if she was a person of 
maturity. She was carried away with delight 
to become the confident of her mother and 
her brother the Duke of Anjou, in a state 
secret, when until then she had only known 
childish things. 

A girl might be allowed to attempt some 
thing which she, through inexperience, would 
surely fail to accomplish, so that she could 
avoid similar errors in the future; at the same 
time encourage her by confessing like blun- 
ders on your own part, in that way inspiring 
confidence without which education is but a 
tireless formality. 

Teach a girl to read and write correctly, it 
is shameful but common to find women both 
intelligent and polite who do not read well, 
they hesitate or use a sing song tone, instead 
of speaking clearly and distinctly. Their 
penmanship is worse, they form their letters 
carelessly or spell badly, they ought at least 
to write neatly and legibly. 



It would also be well for girls to learn some- 
thing of common law. For instance, the 
difference between a donation and a bequest, 
what is meant by contract, by substitution, 
by division between co-heirs ; the laws and 
customs of the country where they live, what- 
ever is necessary to make their actions legiti- 
mate. They should also learn the difference 
between real and personal property. If they 
marry, all their affairs are affected by these 
subjects. 

Yet they should also be warned against the 
"glorious uncertainties of the law." Point 
out its intricacies and difficulties and obscuri- 
ties; how decisions vary and how every thing 
that lies in the power of a judge — no 
matter how clear it appears to us — will 
become uncertain and how even the best of 
law suits are tiresome and ruinous. 

Show them the excitement of the struggle, 
the intensity of debate, the hurtful delays 
and subtleties of action. The enormous ex- 
penses entailed, the keeness of the lawyers 
who enrich themselves and impoverish their 

73 



clients. Add, that often a cause really good, 
may be lost by some technical omission. Do 
not forget the differences of opinion between 
judges on the same point and the delay in 
decision. 

Notice the different views taken by lawyers 
and judges of the same matter; in consulta- 
tion you gain your case, by trial you are 
condemned to pay costs. 

This seems to me important, to prevent wo- 
men from exciting themselves over their 
affairs and following blindly the opinions of 
quarrelsome persons, whether they are wi- 
dows or married or unmarried women. They 
should always listen to their business agents, 
but not give themselves up to them. 

No law suit should be begun before con- 
sidering well the possibilities of the result, 
for wisdom consists in forseeing evil and 
knowing how to prevent it. 

Heiresses need instruction in the duties of 
property-holders. Teach them how to pre- 
vent abuses, quarrels and double dealing, 
often to be found on estates. Let them es- 



74 



tablish schools and charitable societies and 
occupations that will decrease poverty, but 
above all, they should interest themselves in 
the spiritual welfare of those around them 
and provide for them, serious Christian in- 
struction. 



After such teachings, which ought to hold 
the first place, it would be well to allow a 
wider range of knowledge. In the languages, 
especially Latin, one finds beauties of speech 
stronger and more finished than in Italian 
and Spanish, where lightness and vivacity 
prevail. 

Music and painting are of the same genus 
and should be followed with caution. As for 
music, we know that nothing was more hurt- 
ful in ancient times, than to introduce an 
effeminate melody into an established re- 
public, because it enervates men. So the 
Spartan rulers broke up all instruments whose 
harmony was too delicious and Plato rejected 
utterly melodious tones. 

Yet music and poetry, if wisely directed, 

75 



can be used most efficiently to arouse in the 
soul vSublime and living perceptions of truth. 

The songs of the Scriptures which the 
Hebrews sang, keep the earliest record of 
divine affairs among men. 

There is no better method of consolation 
for the children of God, than to chant His 
praises. 

We cannot then abandon the arts which 
the Spirit of God has consecrated. Christian 
music and poetry would be the greatest of 
all helps in destroying a taste for lower 
pleasures, yet considering the false predju- 
dices of our nation, the love of the arts is 
hardly without danger. 

If a young girl has a fine voice and love of 
music, do not hope to make her always ignore 
them. Opposition will only irritate the pas- 
sion. It is far better to direct the stream, 
than to attempt to stop it. 

Painting lends itself more easily to good. 

I know that women are able to occupy 
themselves in simple ways that do not need 
any art, but it seems to me that women in 

'6 



good circumstances ought to employ their 
heads and hands with higher aims. 

I would desire them to accomplish some 
work which both art and industry would ren- 
der attractive. 

Such work could have no real beauty if the 
rules of design were unknown. Hence much 
that we see in stuffs, in laces, in embroideries, 
is in bad taste ; everything is confused, with- 
out plan, without proportion. These things 
pass as beautiful because they cost much 
labor and money to those who make and buy 
them. Their glory deceives when seen from 
a distance or by those who know nothing 
about them. Thereupon women have made 
rules to suit themselves — if any one wished 
to dispute them, he would pass for a dreamer. 
Nevertheless, if they would study painting, 
they would be undeceived and so put them- 
selves in a condition to make with moderate 
expense and great pleasure works of much 
variety and beauty, far above the ordinary 
caprices of fashion. 

They ought to fear and despise laziness as 



77 



well. Let them remember that the early 
Christians, whatever their condition of life, 
worked not to amuse themselves, but to 
make of labor a serious, continuous and use- 
ful occupation. 

The law of nature, the penalty imposed 
upon the first man and through him on all 
his kind, compels an active life for each one 
in his own sphere. 

Of this, the new man, Jesus Christ has left 
us a grand example. 



I foresee that this plan of education will 
seem chimerical to many ; it would need dis- 
cernment and patience and extraordinary tal- 
ent to carry it out. Where are the teachers 
capable of following it ? 

I admit that much less is done every day 
for children than I propose, yet how many 
young people suffer by such neglect. The 
road that I advise, however long it may seem, 
is really the shortest, for it leads to where you 
want to go. The other road, which is that of 
fear and of superficial mental culture, how- 

78 



ever short it may appear, is too long, for 
that one never reaches the real end of educa- 
tion, which is, to convince the mind and in- 
spire a sincere love of truth. 

Many children who have been led by this 
road often have to begin again when their ed- 
ucation seems finished, finding that they have 
made irreparable mistakes in those earlier 
years ; experience and their own reflections 
will make them discover all those maxims 
which this narrow and superficial education 
has failed to inspire. 

One ought to observe that this first care 
which I ask you to take with children and 
which men of no experience consider tire- 
some and impracticable, prevents unfortunate 
results and smooths away obstacles which in 
the following out of an education less exact 
and more uneven, would become insurmount- 
able. 

Finally, consider that in carrying out a plan 
of education, it is less important to do things 
that require great talent, than to avoid the 
great faults of which we have spoken in detail. 

79 



Frequently it is but a question of not 
pressing children forward ; it is to be faith- 
ful to them, to watch them, to inspire 
them with confidence, to answer carefully 
and sensibly their little questions, to allow 
them to act out their natures, that you may 
know them better and correct them with 
patience when they are mistaken or wrong. 

However difficult it may be to find teach- 
ers of this kind, one must candidly confess 
there is a still greater difficulty. It is the 
carelessness of parents ; everything else is 
useless if they do not unite in this work ; un- 
derneath lies the fact that they do not give 
their children the right ideas or good exam- 
ples. One can hope for that from very few 
families. In most homes we see confusion and 
change ; a mass of servants who cause friction 
and dispute among their masters. 

What a frightful school for children ! A 
mother who spends her life in amusement 
and foolish talk, complains most seriously 
that "she cannot find a governess who is 
capable of teaching her daughters ! " What 



can even the best education do for girls, 
under the influence of such a mother? 

As St. Augustine says, " One often sees 
parents themselves taking their children to 
public spectacles and other entertainments 
that cannot fail to disgust them with the 
serious and thoughtful life which these same 
parents wish them to follow." So they mix 
poison with healthful food. They talk only 
of moderation but they accustom the sensi- 
tive imaginations of children to the intense 
disturbance of passionate plays and of music, 
after which they are no longer able to apply 
themselves to serious things. The taste for 
excitement has been given and simple pleas- 
ures are found to be insipid. 

In spite of all this they expect education 
still to succeed and consider her both sad and 
severe when she will not submit to such a 
a mixture of good and evil. 

Let us finish with the portrait which the 
wise man gives of a good woman. 

"Who can find a virtuous woman ? For her 
price is far above rubies. 

81 



The heart of her husband doth safely trust 
in her. 

So that he shall have no need of spoil. She 
will do him good and not evil all the days of 
her life. 

She seeketh wool and flax, and worketh 
willingly with her hands. 

She is like the merchants' ships, she bring- 
eth her food from afar. 

She riseth also while it is yet night and 
giveth meat to her household and a portion 
to her maidens. 

She considereth a field and buyeth it. 
With the fruit of her hands she planteth a 
vineyard. 

She girdeth her loins with strength, and 
strengtheneth her arms. 

She perceiveth that her merchandise is 
good. 

Her candle goeth not out by night. 

She layeth her hands to the spindle, and her 
hands hold the distaff. 

She stretcheth out her hands to the poor. 
Yea, she reacheth forth her hands to the needy. 

82 



She is not afraid of the snow for her house- 
hold. 

For all her household are clothed with 
scarlet. 

She maketh herself coverings of tapestry. 
Her clothing is silk and purple. 

Her husband is known in the gates. When 
he sitteth among the elders of the land. 

She maketh fine linen and selleth it ; and 
delivereth girdles unto the merchant. 

Strength and honour are her clothing; and 
she shall rejoice in time to come. 

She openeth her mouth with wisdom, and 
in her tongue is the law of kindness. 

She looketh well to the ways of her house- 
hold. 

And she eateth not the bread of idleness. 

Her children arise up and call her blessed. 

Her husband also, and he praiseth her. 

Many daughters have done virtuously. 
But thou excellest them all. 

Favor is deceitful and beauty is vain. 

But a woman that feareth the Lord, she 
shall be praised. 

83 



Give her of the fruit of her hands. 
And let her own works praise her in the 
gates." 



84 



Commendations That Commend 



From Miss Elizabeth L. Ely, 

School, Riverside Drive, 

85th to 86th Sts., New York. 
" I agree with you that Fenelon needs no recom- 
mendation to either the general or the educational 
public. I am sure that this little book will be useful 
to readers who are unable to make use of the great 
libraries in the cities. Also to the many who are 
unable to read his complete works. To these last 
the intelligence with which you have edited this 
little volume will be of service." 



From Miss S. D. Doremus, 

School, 735 Madison Avenue, New York. 
" This little book contains a world of helpful in- 
struction and is most admirably translated. Every 
mother and teacher in the land ought to read and 
accept its valuable hints. It is a mine of gold for 
instructors." 



From President Francis L. Patton, 

Princeton University. 
" The little volume which goes out under the name 
of ' Fragments from Fenelon,' concerning education, 



may well claim a place in the rapidly growing list of 
books in the department of pedagogical literature. 
It goes out upon an important mission, and the choice 
of this old essay for translation and service in mod- 
ern days was wise and timely. 

4 ' The compiler has also done her work well. The 
friend who has written the preface to the volume has 
said all that I need say and has said it better than I 
could have done. I have read it with pleasure and 
profit and with the constant wish while reading that 
the good advice given so long ago, but so suited to 
today, might be more generally taken. Those who 
are interested in the education of girls, and girls 
themselves who are seeking the attainment of high 
ideals, will find in these pages many useful hints, 
whereunto they would do well to take heed." 



From President E. M. Gallaudet, 

Kendall Green, Washington, D.C. 

" I have examined with care and great interest the 
Fragments from Fenelon.' 
"There is certainly a wonderful amount of wisdom 
to be found in its pages, and the marvel is, that 
Fenelon, living so long ago, could say so much that 
would be absolutely suited to the needs of the pres- 
ent. 



" The book should have a wide circulation and de- 
serves to be in the hands of every educated young 
woman in our country. I shall take great pleasure 
in making its merits known." 



Indian Commission, Washington, D.C. 
From Dr. Merrill Edwards Gates, 

Ex-Pres. Rutgers and Amherst Colleges. 

44 In their thoughts about education there is a cer- 
tain harmony of tone discernible in minds of the first 
order, from Plato to Spencer. 

"The commanding importance of the theme is 
always felt. From the utterly artificial life of 
France under Louis XIV., Fenelon's sweetly reason- 
able spirit has distilled principles and written para- 
graphs which belong with those of Ruskin as a 
message to our time. Many of the best of them 
have been brought together in this little book, which 
multitudes of our American women (and men) should 
read." 

From Prof. Charles F. McClumpha, 

The University of Minnesota, Minneapolis, Minn. 

" I have read the translation, and am very much 
pleased with it. The work, I should say, would be 
of interest to those studying the history of pedagog- 
ical work and the history of the development of 



education, and I think it should be introduced 
among the reference books on that subject. 

" I am glad to say that I think the book an excel- 
lent one of its kind, and am willing that you should 
use my name and recommendation or approval of 
this work in any way you think best." 



From Charles R. Skinner, 

State Superintendent, Dep. Pub. Instruction, 

Albany, N.Y. 
' ' I am very glad to give a word of commendation 
for ' Fragments from Fenelon.' It is a book which 
ought to be read by all who are interested in the 
highest purposes of education. I have read it with 
much interest, and I hope with profit. Its spirit is 
excellent, and the work is presented in attractive 
form." 



A delightful little volume is that published by 
Messrs. Bonnell & Silver, New York, and entitled : 
" Fragments from Fenelon," concerning education. 
The translation is very well done. — The Outlook. 



